^i 


A3IS 


RY 


BY 


FLORENCE  AKIN 


iHI 

8 

SB 

■H 
flfll 

1 

{ 

UC-NRLF 


B    3    130    M"ll 


« 
w 


wim 


Y6 


WORD  MASTERY 

A  Course  in  Phonics  for 
the  First  Three  Grades 


BY 

FLORENCE  AKIN 

Teacher  in  Primary  Grades^  Pasadena^  California 


lit  r> 


•>  "" 


HOUGHTON  MIFFLIN   COMPANY 
BOSTON  NEW  YORK  CHICAGO 


COPYRIGHT,    I913,   BY   FLORENCE  AKIN 
ALL   RIGHTS   RESERVED 


CAMBRIDGE  .  MASSACHUSETTS 
U    .    S    .   A 


/I 


PREFACE 

Thts  little  book  is  intended  to  be  put  into  the  hands  of  children 
at  the  beginning  of  their  first  year  in  school.  It  may  be  used 
in  conjunction  with  any  series  of  readers. 

Teachers  generally  recognize  the  value  of  a  good  foundation 
in  phonics  as  an  important  aid  in  learning  to  read.  Unfortu- 
nately many  teachers  are  not  sufficiently  famihar  with  the 
principles  underlying  phonic  analysis  and  the  building  of 
words  to  feel  sure  that  they  can  make  their  phonic  drills  as  eco- 
nomical and  as  effective  as  they  should  be.  Pupils,  therefore, 
often  fail  to  get  sufficient  phonic  practice  to  become  proficient 
in  word  recognition.  Moreover,  no  matter  how  helpful  the 
readers  may  be  in  suggestions  as  to  teaching  phonics,  it 
devolves  upon  the  teacher  to  prepare  a  great  deal  of  phonic 
work.  This  requires  much  time  and  energy,  as  it  must  of  neces- 
sity be  presented  to  the  pupils  from  the  blackboard,  or  from 
large  printed  cards  and  charts.  It  has  seemed  to  the  author 
that  it  would  be  a  great  advantage  to  both  teacher  and  pupil 
to  have  before  the  pupil  m  a  book  a  carefully  worked  out  and 
thoroughly  tested  series  of  exercises  in  phonics,  which  have 
been  found  to  make  pupils  self-rehant  in  word  mastery. 

The  author  has  evolved  this  system  of  teaching  phonics  in 
her  own  schoolroom,  and  has  found  that  it  ensures  rapid  pro- 
gress in  learning  to  read.  It  is  presented  to  her  fellow  teach- 
ers with  the  hope  that  it  may  serve  to  lighten  their  burdens, 
and  brmg  to  them  greater  success  in  the  fine  art  of  teaching 
reading. 


303961 


m 


Do  not  undertake  to  teach  these  lessons  until  you  have 
carefully  studied  the  "  Suggestions  to  Teachers,"  page  110. 

M^  71,  r,  /,  s,  I  represent  sounds  that  may  be  prolonged. 
This  makes  them  the  easiest  of  the  consonant  sounds  to  blend, 
and  therefore  to  learn  first.  See  directions  on  page  111  for 
teaching  the  sound  of  m. 


6 


WORD   MASTERY 


'■i\ 


f  .ft 


a 


n 


man 


Pupils  can  now  "build"  the  word  man:  they  should  first 
sound  the  word  and  then  tell  it.   See  page  111. 


WORD   MASTERY 


R 


r 


£-r^. 


iV: 


?:«?'>- 


//'-^ 


ran 


Pupils  should  learn  to  tell  the  number  of  each  page  as  they 
go  over  it.  This  will  enable  them  to  turn  for  review  to  any 
page  required. 


8 


WORD   MASTERY 


fan 


WORD   MASTERY 


S 


\\\  III. 


fflifer „,ii(,lllll       l?'!''^i'!'- 


/  / 


mil 


'//iiiiiiWirw 

'In    "II  )  I  )  I  !  H  j  I  '  ' 


Sam 


10 


WORD   MASTERY 


e 


men 

man 

fan 

Sam 

ran 


ran 

man 

men 

fan 

Sam 


Take  each  step  slowly  at  first.    Lay  the  foundation  well. 


WORD  MASTERY 


t 


11 


mat 

set' 

ten 

met 

sat 

tan 

Nat 

rat 

net 

fat 

T^  used  first  as  a  terminal,  then  as  an  initial  sound. 


12 


WORD   MASTERY 


M 


^y,/: 


.«r&  ¥<■ 


if' 


let 


WORD  MASTERY 


G 


/^  Hsr 


'\ 


a. 


y 


^ 


^•>T-f('. 


11 


\\ 


^if 


13 


rag 
tag 
sag 


gas 
get 
gag 


G,  used  first  as  a  terminal,  then  as  an  initial  sound. 


14 


WORD   MASTERY 


C 


cat 
can 


can 
cat 


WORD   MASTERY 


15 


'^.^^rt^' 


keg 


16 


WORD   MASTERY 


cab 
Tab 


Ben 
bat 


bag 
beg 


WORD  MASTERY 


17 


I 


bit 
bat 
sit 
sat 

set 
fig 


tin 

bib 

ten 

big 

tan 

beg 

fit 

bag 

fat 

fin 

rib 

rim 

These  pages  require  much  patience  and  care. 
Go  slowly  now,  and  speed  will  come  later. 


18 


WORD  MASTERY 


A^ 


hat 
hit 


hem 
ham 


him 
hen 


WORD  MASTERY 


19 


f;^^ 


red 
rid 
lad 
led 
lid 
fed 


hid 

had 

mad 

mid 

bed 

bad 


sad 
did 
den 
dip 
dig 
dim 


20 


WORD   MASTERY 


P 


tap 

map 

pm 

tip 

lap 

pen 

rip 

lip 

pet 

rap 

cap 

pat 

sip 

dip 

pit 

sap 

hip 

pig 

nap 

pan 

peg 

WORD   MASTERY 


21 


O 


log 

rod 

got 

fog 

rid 

pot 

fig 

red 

pat 

cob 

hop 

pet 

cab 

hip 

pit 

rob 

lap 

hat 

rib 

lip 

hit 

nod. 

lop 

hot 

sod 

top 

let 

pod 

tap 

lot 

pad 

tip 

dot 

22 


WORD   MASTERY 


/'       % 


jam 


wag 
wig 


wit 
wet 


J 


jet 


\¥ 


web 
win 


WORD  MASTERY 


23 


U 


\fv^  V 

gum 

pug 

run 

hum 

peg 

bun 

hem 

pig 

Ben 

ham 

tag 

fun 

him 

tug 

gun 

bug 

tub 

sun 

beg 

hub 

cut 

bag 

rub 

hut 

big 

mud 

hat 

rag 

bud 

hot 

rug 

sup 

hit 

hug 

cup 

but 

j^g 

pup 

nut 

24 


WORD   MASTERY 


Z 


x  =  ks 


X 


ax 
box 

six 


q 


WORD   MASTERY 


25 


yat 
van 


V 


van 
vat 


yes 
yet 


y 


yet 

yes 


26  WORD  MASTERY 


a 

e 

• 
1 

at 

n  et 

it 

c  at 

pet 

bit 

b  at 

get 

hit 

h  at 

let 

* 

s  it 

s  at 

w  et 

w  it 

m  at 

s  et 

fit 

p  at 

^-  m  et 

pit 

rat 

h  en 

in 

an 

1  m  en 

pin 

c  an 

p  en 

tin 

f  an 

t  en 

s  in 

m  an 

"Ren 

w  in 

p  an 

den 

fin 

r  an 

Be  sure  that  pupils  start  each  column  with  the  short  sound 
of  the  vowel. 

Only  one  consonant  preceding  or  following  the  vowel. 


WORD   MASTERY 

27 

0 

U 

a 

dot 

c  ut 

c  ap 

hot 

nut 

1  ap 

lot 

b  ut 

m  ap 

p  ot 

r  ut 

n  ap 

c  ot 

h  ut 

gap 

tot 

s  ap 

n  ot 

s  un 

t  ap 

got 

in 
n 

r  ap 

h  op 

1  an 

b  ad 

m  op 

I  un 

h  ad 

p  op 

m  ad 

t  op 

up 

s  ad 

1  op 

c  up 

p  ad 

s  op 

p  up 
s  up 

lad 

28 

WORD   MASTERY 

e 

• 
1 

0 

red 

hid 

p  od 

led 

d  id 

r  od 

fed 

lid 

n  od 

b  ed 

m  id 

s  od 

Ned 

bid 

kid 

hog 

li  em 

r  id 

log 

fog 

b  eg 

d  ip 

leg 

h  ip 

c  ob 

keg 

1  ip 

r  ob 

peg 

r  ip 

m  ob 

t  ip 

s  ob 

w  eb 

pip 

s  ip 

ox 

K  ex 

b  ox 

Y  ex 

fox 

WORD   MASTERY 

29 

u 

a 

• 
1 

b  ud 

am 

h  im 

m  ud 

j  am 

r  im 

h  am 

d  im 

gum 

S  am 

h  urn 

big 

tag 

dig 

bug 

bag 

pig 

rug 

w  ag 

fig 

hug 

rag 

wig 

m  ug 

sag 

jig 

J  ^^g 

pug 

c  ab 

b  ib 

tug 

Tab 

r  ib 

t  ub 

ax 

s  ix 

r  ub 

w  ax 

fix 

li  ub 

t  ax 

m  ix 

30 

WORD  MASTERY 

an 

c  an 

f  an 

at 

c  ap 

fat 

am 

c  ob 

fed 

ax 

c  ot 

fig 

c  ub 

f  in 

b  at 

c  up 

fit 

b  ad 

c  ut 

fog 

bag 

fox 

b  ed 

d  en 

f  un 

big 

d  ip 

bit 

d  id 

gas 

b  ox 

dig 

get 

bug 

d  im 

got 

d  ot 

g  um 

c  ab 

d  in 

g  un 

c  at 

d  ug 

This  review  is  to  strengthen  the  pupils'  knowledge  of  con- 
sonant sounds. 


WORD   MASTERY 

31 

1  at 

j  am 

m  en 

1  ad 

j  et 

m  et 

li  am 

jug 

m  ix 

1  en 

m  ud 

1  id 

k  eg 

1  im 

n  ap 

lip 

lad 

n  et 

liit 

1  ap 

n  ot 

ti  op 

let 

nod 

bog 

led 

n  ut 

hot 

1  ip 

bug 

lid 

on 

1  um 

log 

ox 

hut 

m  an 

p  an 

if 

m  ad 

p  at 

it 

m  ap 

peg 

in 

m  at 

p  en 

32 

WORD   MASTERY 

p  et 

s  et 

up 

pig 

s  in 

us 

pin 

s  it 

p  od 

s  ix 

V  an 

pop 

s  ob 

Y  at 

pug 

s  od 
s  un 

V  ex 

rag 

w  ag 

r  ed 

tag 

w  ax 

r  im 

t  an 

w  eb 

r  ip 

t  ap 

w  et 

r  ob 

t  ax 

wig 

rug 

t  en 

w  in 

r  un 

t  in 

t  ip 

yes 

s  ad 

t  op 

yet 

sag 

t  ub 

s  ap 

tug 

z  ig  z  ag 

WORD   MASTERY 

33 

can 

let 

tip 

bit 

pat 

sad 

ham 

Tom 

wax 

let 

beg 

peg 

Dan 

rug 

mix 

lip 

^STan 

tub 

rod 

rap 

box 

beg 

map 

log 

fed 

bed 

cab 

sit 

fig 

hem 

did 

rob 

red 

tag 

vex 

big 

lid 

j^g 

keg 

mat 

rib 

bat 

Ben 

top 

ten 

run 

cup 

led 

General  review  without  separating  the  phonograms. 
The  foundation  is  now  laid.    If  the  work  has  been  well 
done,  success  is  assured. 


34  WORD   MASTERY 


Short - 

—  a    e 

• 
1 

0 

u 

Long  - 

—  a    e 

• 
1 

0 

u 

at 

c  an 

S  am 

ate 

c  ane 

• 

s  ame 

h  at 

p  an 

ni  ad 

h  ate 

p  ane 

m  ade 

m  at  ni  an  f  ad 


m  ate 

m  ane 

I  aae 

r  at 

c  ap 

hid 

r  ate 

c  ape 

h  ide 

fat 

t  ap 

d  im 

f  ate 

t  ape 

d  ime 

Teach  the  words  long  and  short  as  whole  or  "sight"  words. 
Practice  sounding  the  vowels  at  the  top  of  the  page  —  both 
long  and  short. 

Final  e  is  silent  and  usually  makes  the  preceding  vowel  long. 


WORD   MASTERY 

35 

fin 

bit 

1  op 

f  ine 

bite 

1  ope 

p  in 

r  id 

n  ot 

p  ine 

ride 

n  ote 

t  in 

rod 

c  nt 

t  ine 

rode 

c  ute 

w  in 

r  ob 

ns 

w  1  Fie 

r  obe 

use 

d  in 

h  op 

t  ub 

dine 

h  ope 

t  ube 

r  ip 

m  op 

c  nb 

r  ipe 

m  ope 

c  ube 

36 

WORD   MASTERY 

a 

1  ame 

• 
1 

wade 

t  ame 

s  ide 

s  af  e 

J  ane 

wide 

b  ake 

1  ane 

t  ide 

r  ake 

b  ase 

life 

c  ake 

c  ase 

wife 

1  ake 

Y  ase 

m  ile 

w  ake 

K  ate 

pile 

m  ake 

d  ate 

tile 

t  ake 

g  ate 

file 

g  ale 

1  ate 

1  ime 

p  ale 

c  aye 

t  ime 

s  ale 

g  aye 

ill  ine 

t  ale 

paye 

1  ine 

c  ame 

s  aye 

y  ine 

game 

w  aye 

n  ine 

n  ame 

g  aze 

Long  vowel  sounds. 

w  ipe 

WORD  MASTERY 

37 

k  ite 

s  ole 

u 

fire 

b  one 

t  une 

mire 

c  one 

J  une 

w  ire 

t  one 

Luke 

t  ire 

1  one 

Duke 

li  ire 

r  ope 

p  ure 

f  ive 

h  ome 

c  ure 

h  ive 

d  ome 

m  ule 

d  ive 

c  ore 

m  ute 

1  ive 

t  ore 

s  ore 

e 

0 

\v  ore 

lie 

p  oke 

m  ore 

be 

j  oke 

d  ose 

we 

y  oke 

me 

p  ole 

no 

li  ole 

go 

m  ole 

so 

38 

WORD   MASTERY 

late 

hiye 

home 

mine 

man  e 

cape 

gave 

rate 

date 

bite 

tine 

robe 

pole 

yoke 

Dnke 

cane 

pane 

dive 

wire 

pile 

fade 

dime 

more 

gate 

hope 

ride 

rode 

pure 

tire 

vane 

w^ore 

pipe 

hire 

line 

lake 

ate 

bone 

pine 

June 

rake 

ripe 

cake 

w^OYe 

tone 

rope 

time 

life 

vase 

Review  of  long  vowel  sounds  without  separating  the  phono- 
grams. 


WORD   MASTERY 

39 

core 

wake 

hole 

kite 

Kate 

tame 

make 

side 

wine 

same 

lame 

Luke 

safe 

note 

tape 

vine 

Jane 

wipe 

sale 

cure 

bale 

pale 

wave 

mule 

Yote 

size 

pave 

sake 

use 

name 

made 

nine 

Ibake 

lone 

mate 

here 

wade 

cave 

came 

case 

take 

tune 

dose 

wide 

fore 

save 

gaze 

tide 

fate 

wife 

cone 

hide 

lane 

tore 

40 

WORD  MASTERY 

c  at 

c  ake 

r  akes 

c  ats 

c  akes 

r  ats 
m  akes 

c  ap 

g  ate 

w  ipes 

c  aps 

g  ates 

j  okes 
b  akes 

s  it 

p  ipe 

t  ips 

s  its 

p  ipes 

d  ates 
c  lips 

d  ip 

b  ite 

w  akes 

dips 

b  ites 

k  ites' 

* 

w  ets 

t  op 

r  ope 

h  opes 

t  ops 

r  opes 

t  aps 
fits 

n  ut 

yoke 

p  ets 

n  uts 

y  okes 

m  aps 

Showing  the  s  form  of  words. 


WORD   MASTERY  41 


s      z 

g  ames 

b  ox  es 

as 

t  unes 

s  ix  es 

h  as 

r  ose 

li  ose 

is 

r  OS  es 

w  ise 

h  is 

n  ose 

r  ise 

pins 

n  OS  es 

r  is  es 

1  ids 

ax  es 

mix  es 

r  ugs 

t  ax  es 

f  use 

Ned's  cap  Ben's  cup 

Kate's  rose  Sam's  bat 

Tom's  cane  Ted's  dime 

Jane's  cake      ^  mule's  rope 

Dan's  fox  cat's  bed 

Dave's  home  hen's  leg 

Nat's  box  man's  gun 

Bob's  top  pig's  pen 

jS  often  has  the  sound  of  z,  as  in  the  first  exercise.    The 
second  exercise  shows  the  possessive  form  of  words. 


42 

WORD   MASTERY 

b  ack 

bell 

1  ess 

1  ack 

fell 

B  ess 

p  ack 

sell 

h  iss 

s  ack 

* 

tell 

k  iss 

'  t  ack 

\\  ell 

m  iss 

d  eck 

Nell 

f  uss 

n  eck 

ill 

m  uss 

p  ick 

bill 

lick 

fill 

buff 

k  ick 

hill 

ruff 

t  ick 

kill 

c  uff 

s  ick 

m  ill 

m  uff 

1  ock 

till 

p  uff 

r  ock 

w  ill 

b  uck  d  oil  f  uzz 

d  uck  d  ull  b  uzz 

1  uck  h  ull 

When  two  consonants  having  the  same  sound  come  together,  only  one  is 
sounded. 


WORD   MASTERY 

an  d 

h  int 

h  and 

lint 

1  and 

m  int 

s  and 

t  int 

b  and 

h  unt 

en  d 

b  end 

b  est 

m  end 

n  est 

s  end 

t  est 

w  ind 

w  est 

p  ond 

r  est 

Y  est 

b  ent 

list 

r  ent 

fist 

s  ent 

m  ist 

t  ent 

w  ent 

43 

d  nst 

m  ust 

r  ust 

j  ust 

c  amp 

d  amp 

1  amp 

1  imp 

r  omp 

b  ump 

d  ump 

j  ump 

1  ump 

p  ump 


s  elf 


Two  different  consonants  following  the  vowel. 


44  WORD   MASTERY 


belt 

gift 

elk 

felt 

lift 

m  ilk 

m  elt 

rift 

s  ilk 

wilt 

sift 

bulk 

li  elp 

k  ept 

n  ext 

yelp 

w  ept 

t  ext 

left  send  hand 

liuff  tilt  sift 

hemp  hint  lend 

went  west  hiss 

less  romp  held 

Jack  Bess  add 

Jill  wick  Bell 

next  pump  dent 

mock  Dick  Bill 

The  second  exercise  is  a  review. 


WORD   MASTERY 


45 


ch 


cli  ime 
ch  ick 
cli  oke 


ch  in 
ch  ap 
ch  ase 
ch  eck 
chill 
ch  afe 
ch  ip 
ch  at 
ch  op 
ch  ose 
s  uch 
^^      m  uch 
r  ich 
b  en  ch 
1  un  ch 
b  un  ch 
J)  un  ch 

New  sound  —  clu 
T  is  silent  before  ch. 


p  atch 

1  atch 

c  atch 

h  atch 

match 

itch 

witch 

p  itch 

h  itch 

ditch 

n  otch 

b  otch 

D  utch 


46 


WORD   MASTERY 


sh 


sh  ade 
sh  ake 
sh  all 


sh  ame 
sh  ape 
sh  ed 
sh  ell 
sh  elf. 
sh  ine 
sh  ip 
sh  ock 
sh  od 
sh  one 
sh  ot 
sh  ore 
sh  op 
sh  un 
sh  ut 
sh  ave 


a  sh 
c  ash 
d  ash 
1  ash 
m  ash 
s  ash 
d  isli 
w  ish 

f  ish 
h  ush 
r  ush 


sh  r  ub 
shr  ill 
shr  imp 
shr  ed 
shrug 


New  sound  —  sh. 


WORD   MASTERY 


47 


til  in 
til  ick 
th  unip 


w  id  til 
tenth 


th  r  ill 
thr  ob 
thr  iye 
thr  one 
thr  ash 
thr  usli 
thr  list 
thr  if  t 


the 
th  at 
th  en 
th  is 
th  ese 
th  ose 
th  em 
th  us 
th  ine 
th  an 


w  ith 
b  atlie 


On  this  page  are  two  new  sounds  — the  voiced  and  the 
voiceless  sound  of  th.  It  is  often  necessary  for  a  pupil  to  somid 
the  word  both  ways  in  order  to  discover  the  correct  pronun- 
ciation. 


48 


WORD   MASTERY 


wh 


shake 

tliatch 

chores 

which 

shift 

this 


wh  ip 
wh  ale 
wh  en 
wh  et 
wh  ich 
wh  ine 
wh  iff 


chill 

mush 

whine 

with 

shade 

these 


wh  ile 
wh  ack 
wh  ite 
wh  im 
wh  iz 


shuck 

chop 

then 

chest 

thrush 

shrill 


First  exercise  shows  a  new  sound  —  wh. 
Second  exercise  is  a  review  of  c/i,  sh^  th^  and  ich» 


WORD   MASTERY 

49 

bl 

pi 

cr 

gr 

sm 

cl 

sp 

sc 

pr 

sn 

fl 

si 

dr 

tr 

sw 

gl 

br 

fr 

St 

tw 

bl  ack 

cl  ick 

flag 

bl  ade 

cl  ock 

fl  ake 

bl  ame 

cl  uck 

fl  ame 

bl  aze 

cl  am 

flat 

bl  ed 

cl  ap 

fl  ax 

bl  ess 

cl  ip 

flesh 

bl  ock 

cl  od 

flit 

blot 

cl  ose 

flock 

bluff 

cl  ub 

fl  op 

bl  unt 

cl  utch 

fl  asli 

bl  ush 

cl  OYC 

fl  lime 

Consonant  combinations.    Pupils  should  practice  blending 
the  two  consonants  so  closely  that  they  form  but  one  sound. 


50 

WORD  MASTERY 

gl  ad 

sp  ade 

si  ack 

gl  ade 

sp  an 

si  ab 

gl  aze 

sp  eck 

si  ash 

gl  ass 

sp  ell 

si  am 

gl  ide 

sp  end 

si  at 

gl  obe 

sp  ill 

si  ate 

sp  in 

si  ave 

pi  an 

sp  ine 

si  ed 

pi  ant 

sp  oke 

si  ip 

pi  ate 

sp  ot 

slid 

pi  ot 

sp  un 

slit 

pi  um 

sp  ike 

si  im 

pi  lime 

sp  ire 

si  ime 

pi  ush 

sp  ite 

si  ide 

w  isp 

si  ope 

s  pi  ash 

1  isp 

si  ush 

spl  it 

si  ug 

spl  int 

WORD   MASTERY 

51 

br  an 

cr  imp 

sc  um 

br  ag 

cr  ept 

Sc  otch 

br  ake 

cr  ib 

sk  ate 

br  ave 

cr  ush 

sk  etch 

br  ick 

cr  ock 

skiff 

br  ide 

cr  ust 

skill 

br  im 

sk  uU 

br  oke 

s  cr  ap 

skip 

brush 

scr  ape 

skim 

br  ine 

scr  atch 

sk  in 

scrub 

risk 

cr  ab 

br  isk 

cr  ack 

h  usk 

cr  ate 

sc  amp 

d  usk 

cr  ane 

sc  at 

m  usk 

cr  op 

sc  ale 

t  usk 

cr  amp 

scant 

crisp 

sc  ore 

52 

WORD  MASTERY 

drag 

fr  og 

pr  ess 

dr  ess 

f  r  ock 

pr  ide 

dr  if  t 

f  r  0111 

pr  ize 

di^ill 

f  r  isk 

pr  op 

dr  ive 

f  r  oze 

pr  ose 

dr  op 

« 

pr  int 

dr  ove 

gr  ade 

dr  ug 

gr  and 

s  pr  ig 

dr  urn 

gr  aze 

spr  ite 

dr  ip 

gr  ate 

dr  ape 

gr  aye 

tr  ack 

dr  on  e 

gr  ai)e 

tr  act 

gr  ip 

tr  amp 

fr  ame 

gr  it 

tr  ash 

f r  et 

gr  ill 

tr  ap 

fr  esh 

gr  in 

tr  ade 

Fy  encli 

gr  oye 

tr  ick 

f  r  ill 

grunt 

tr  ill 

WORD   MASTERY 

53 

tr  im 

st  ab 

st  one 

tr  ip 

st  ack 

st  op 

tr  od 

st  ake 

st  ub 

tr  ot 

st  ale  ^ 

st  lick 

tr  uck 

st  amp 

stuff 

st  omp 

st  ore 

s  tr  ip 

st  ump 

h  aste 

str  ipe 

st  and 

p  aste 

str  ive 

st  ate 

t  aste 

str  etch 

st  ep 

w  aste 

str  ict 

st  em 

b  aste 

str  ide 

stick 

cr  est 

str  ike 

stiff 

ch  est 

str  ap 

still 

1  est 

str  oke 

stilt 

bl  est 

st  itch 

cr  ust 

st  ole 

tr  ust 

stove 

54 

WORD   MASTERY 

sm  ell 

sw  am 

qu 

sm  elt 

sw  ell 

qu  ack 

sm  asli 

sw  ept 

qu  ill 

sm  ile 

sw  ira 

qu  ilt 

sm  ith 

sw  um 

qu  it 

sm  oke 

sw  ine 

qu  ite 

sm  ack 

sw  itcli 

qu  iz 

sw  ore 

qu  ick 

snake 

sw  if  t 

snap 

s  qu  inl 

sn  atcli 

tw  ig 

sn  iff 

tw  ill 

sn  uff 

tw  ine 

sn  ipe 

tw  ist 

V 

sn  ore 

twit 

sn  VLg 

tw  itch 

sn  ag 

twins 

New  combination  —  qu. 


WORD   MASTERY 

55 

blend 

crust 

clamp 

stripe 

trade 

sprig 

broke 

frame 

scrape 

fleck 

twist 

risk 

slide 

spend 

flap 

stitch 

grim 

snatch 

drape 

quench 

scamp 

smile 

fluff 

splash 

print 

skate 

swift 

dog 

or  OSS 

lost 

off 

gl  OSS 

frost 

1  OSS 

loft 

nm  oth 

t  OSS 

s  oft 

f r  oth 

m  OSS 

c  ost 

cl  oth 

First  exercise  is  a  review. 

The  vowel  sound  in  the  lower  list  of  words  differs  slightly 
from  the  short  sound  of  o.  Webster's  New  International  Dic- 
tionary gives  it  a  mark  indicating  a  medial  sound  between  that 
of  the  o  in  orh  and  the  o  in  odd.  Special  care  should  be  taken 
to  give  pupils  the  correct  pronunciation  of  these  words. 


56 

WORD   MASTERY 

yes 

puppy 

y  —  long  i 

yet 

c  ar  ry 

by 

y  ell 

emp  ty 

my 

yelp 

d  ust  y 

cry 

Yale 

tw  en  ty 

dry 

y  oke 

f  if  ty 

fly 

s  is.  ty 

fry 

y  —  short  i 

n  ine  ty 

pry 

c  and  y 

c  op  y 

sly 

ch  er  ry 

fl  uff  y 

spy 

m  er  ry 

f  iin  ny 

thy 

w  iiicl  y 

J  ol  ly 

try 

k  it  ty 

f  og  gy 

wh  y 

p  en  ny 

B  et  tv 

rye 

cli  ill  y 

H  en  ry 

shy 

s  or  ry 

B  iin  ny 

sky 

s  nil  ny 

P  ol  ly 

Three  sounds  of  y. 

st  yle 

WORD   MASTERY 

57 

ai  ] 

^  —  long  a 

ay  J 

sail 
sii  ail 

pain 
lain 

ai  d 

pail 

plain 

1  aid 

tail 

slain 

TTi  aid 

trail 

chain 

aim 

stain 

paid 

clairri 

faint 

braid 

gain 

paint 

ail 

rain 

quaint 

fail 

drain 

raise 

bail 

brain 

praise 

rail 

grain 

waist 

hail 

train 

bait 

jail 

0 

strain 

gait 

mail 

sprain 

wait 

nail 

main 

strait 

When  two  vowels  come  together,  the  first  is  usually  long  and  the  second 
silent. 


58 

WORD   MASTERY 

bay 
day 

ea 
.  ee 

—  long  e 

speak 
weak 

ray 

s  ea 

streak 

tray 

t  ea 

sneak 

gay 

fl  ea 

squeak 

ea  ch 

heal 

gray 

b  each 

meal 

hay 

seal 

lay 

peach 

squeal 

clay 

reach 

steal 

may 

teach 

beam 

pay 

bead 

seam 

play 

lead 

team 

say 

read 

steam 

stay 

leaf 

stream 

stray 

leak 

dream 

way 

beak 

bean 

pray 

peak 

lean 

WORD   MASTERY 

59 

mean 

please 

see 

clean 

east 

fee 

heap 

beast 

bee 

leap 

feast 

flee 

cheap 

yeast 

free 

reap 

eat 

glee 

ear 

beat 

three 

fear 

heat 

tree 

hear 

meat 

beech 

near 

neat 

leech 

tear 

seat 

speech 

dear 

cheat 

screech 

year 

treat 

deed 

clear 

wheat 

feed 

shear 

eaves 

need 

ease 

leave 

seed 

easy 

heave 

weed 

tease 

weave 

bleed 

60 

WORD   MASTERY 

- 

reed 

screen 

meet 

greed 

keen 

sheet 

beef 

queen 

sweet 

reef 

green 

. street 

seek 

sheen 

fleet 

week 

deep 

greet 

cheek 

keep 

breeze 

creek 

sheep 

freeze 

meek 

steep 

sneeze 

eel 

sweep 

squeeze 

feel 

creep 

heel 

sleep 

ie  —  long  i 

keel 

peep 

d  ie 

peel 

deer 

lie 

reel 

cheer 

• 

steel 

queer 

fie 

seeni 

beet 

pie 

seen 

feet 

tie 

WORD   MASTERY 

61 

oa] 
oeJ 

[  —long  0 

groan 
loan 

coast 
boast 

1  oad 

moan 

r  oad 

soap 

t  oe 

t  oad 

oat 

w  oe 

1  oaf 

coat 

c  oach 

float 

hoe 

goat 

foe 

poach 

boat 

roach 

throat 

ue     long  u 

oak 

oar 

s  ue 

cloak 

soar 

cue 

croak 

roar 

* 

soak 

board 

hue 

coal 

coarse 

due 

goal 

hoarse 

foam 

roast 

roam 

toast 

62 

WORD  MASTERY 

long  i 

fight 

mold 

m  ild 

might 

sold 

^- 

high 

scold 

wild 

light 

roll 

child 

night 

toll 

bind 

right 

stroll 

blind 

tight 

post 

find 

bright 

most 

hind 

flight 

colt 

kind 

jolt 

mind 

long  0 

bolt 

wind 

old 

pork 

grind 

told 

torn 
worn 

igh     long  i 

cold 

porch 

s  igh 

gold 

forth 

s  igh  t 

hold 

both 

7  is  long  when  followed  by  W,  nd,  or  gh.    0  is  long  when  followed  by  Id. 


WORD   MASTERY 


63 


ow 


^- 


ow  1 
h  owl 


fowl 

scowl 

growl 

bow 

brow 

cow 

how 

now 

plow 


mow 
down 
town 
^ .  gown 
clown 
frown 
crown 
brown 
drown 
crowd 
drowsy 


ou  =  ow 
c  ouch 


crouch 

pouch 

slouch 


loud 

cloud 

proud 

bound 

found 

mound 

pound 

round 

ground 

sound 

wound 

count 

mount 

our 

sour 

scour 

flour 

house 


64 

WORD   MASTERY 

mouse 

blow 

thrown 

gTouse 

flow 

gro  wtli 

blouse 

row 

yellow 

out 

grow 

window 

pout 

glow 

elbow 

spout 

crow 

hollow 

sprout 

mow 

mellow 

stout 

show 

widow 

trout 

snow 

shadow 

shout 

throw 

four 

mouth 

stow 

pour 

south 

bowl 

court 

own 

course 

ow 

[  -  long  0 
ou 

J 

mown 
sown 

soul 

owe 

blown 

bow 

grown 

low 

flown 

WORD   MASTERY 

65 

ing    ings 

king 

matting 

singing 

king  s 

running 

bringing 

ring 

boxing 

: 'retting 

ring  s 

rubbing 

trying 

sing 

mixing 

braiding 

sing  s 

packing 

playing 

filling 

reading 

string 

puffing 

meeting 

sling 

buzzing 

loaning 

wing 

bending 

lighting 

wings 

hunting 

folding 

swing 

resting 

rolling 

spring 

jumping 

plowing 

springs 

helping 

counting 

bring 

adding 

flowing 

cling 

wishing 

pouring 

thing 

spending 

minding 

things 

throwing 

steering 

66 

WORD   MASTERY 

er    ers 

h  er 

rubber 

crackers 

w  ere 

deeper 

brighter 

jerk 

temjjer 

Easter 

n  erve 

pitcher 

miller 

hammer 

grinder 

perch 

timber 

counter 

fern 

roller 

sleeper 

verse 

rollers 

teacher 

ever 

thunder 

owner 

stern 

older 

owners 

term 

colder 

sifter 

sister 

dinner 

browner 

sisters 

rocker 

gayer 

flower 

painter 

bitter 

flowers 

painters 

upper 

winter 

wilder 

tender 

winters 

err 

singer 

better 

cracker 

servant 

WORD   MASTERY 

67 

skip 

lye 

sketch 

creek 

please 

snow 

grain 

leaf 

grape 

might 

swell 

roller 

mint 

perch 

slush 

soak 

bill 

night 

mine 

sling 

totter 

cream 

beet 

failing 

roaring 

foggy 

gray 

chase 

graze 

•  prize 

owe 

ore 

woe 

fright 

power 

laid 

bunch 

howl 

saying 

snail 

told 

rose 

spring 

fear 

board 

flyer 

meaning 

rain 

speak 

ground 

waste 

strike 

lost 

General  review. 

thrown 

68 

WORD   MASTERY 

flesh 

blade 

Jack's 

bone 

socks 

leader 

shift 

drugs 

snake 

supper 

mopping 

froth 

trust 

stretch 

post 

sorrow 

sand 

whiz 

perch 

peach 

cores 

off 

patter 

thrush 

four 

glad 

stand 

suppose' 

clinch 

plump 

clings 

bench 

twine 

greedy 

weaker 

blister 

cloth 

offer 

June 

follow 

scolding 

shelf 

jail 

west 

wetter 

spins 

flock 

sweep 

coal 

shaggy 

pills 

smear 

house 

wades 

raise 

still 

throat 

t 

WORD   MASTERY 

69 

slope 

smile 

twelfth 

feeds 

toss 

dray 

stake 

study 

oaks 

cheese 

splash 

frills 

tinner 

street 

coats 

times 

shadow 

cherry 

swept 

snatch 

saves 

cheek 

trout 

frosty 

trench 

crust 

feelers 

ever 

vote 

lamp 

fish 

stitch 

preach 

shells 

kind 

sleeve 

bluff 

twig 

toast 

sniffs 

clerk 

May's 

tried 

sweets 

crown 

teeth 

pepper 

style 

wing 

brain 

teams 

hack 

close 

pillow 

cost 

mouse 

breeze 

70 

WORD   MASTERY 

ang      ong      ung      eng 

bang 

song 

sung 

hang 

songs 

stung 

hanger 

gong 

swung 

rang 

prong 

slung 

gang 

strong 

sprung 

gangway 

tongs 

strung 

clang 

hung 

length 

sprang 

rung 

strength 

n     ng 

thanking 

think 

bank 

drank 

blink 

blank 

sank 

sunk 

clank 

tank 

chunk 

plank 

ink 

trunk 

rank 

link 

trunks 

crank 

mink 

■  stronger 

iVank 

pink 

hunger 

Frank's 

sink 

hungry 

thank 

drink 

angry 

WORD   MASTERY 

71 

making 

raising 

trading 

grading 

spading 

striking 

skating 

sloping 

stroking 

waving 

closing 

framing 

hiding 

blazing 

blaming 

riding 

taking 

flaming 

smiling 

mining 

scraping 

chiming 

storing 

whining 

shining 

lining 

bathing 

stoning 

freezing 

thriving 

driving 

squeezing 

shaving 

smoking 

pleasing 

choking 

hoping 

leaving 

chasing 

curing 

weaving 

taming 

wading 

praising 

siding 

piling 

wasting 

filing 

raking 

tasting  . 

snoring 

draping 

pasting 

hiring 

Final  e  is  dropped  when  ing  is  added. 


72 

WORD   MASTERY 

kn     n 

wr      r 

mb     m 

knob 

wrap 

lamb 

knot 

wraps 

lambkin 

knee 

wren 

limb 

kneel 

wrench 

comb 

knit 

wrenches 

climb 

knitsi 

wring 

dumb 

knife 

wringer 

crumb 

know 

wringing 

numb 

knows 

wrist 

plumbing 

known 

wrists 

thumb 

knight 

wrong 

knead 

write 

gn  — n 

kneads 

writes 

gnat 

kneading 

writing 

gnats 

knack 

wrote 

gnash 

knock 

wreath 

gnashes 

knocks 

wreck 

sign 

knocking 

wrecks 

signboard 

WORD   MASTERY 

73 

gu-g 

league 

buys 

guess 

leagues 

buyer 

guesses 

buying 

Guy 

bu     b 

guide 

build 

bt      t 

guides 

builds 

doubt 

guiding 

builder 

doubts 

guest 

building 

doubting 

plague 

built 

debt 

rogue 

buy 

debts 

wrist 

wrench 

doubt 

comb 

gnat 

guest 

guess 

writes 

wrong 

build 

know 

knock 

debts 

guide 

gnash 

buy 

kneel 

dumb 

wreath 

limb 

knot 

The  second  exercise  is  a  review. 


74 


WORD   MASTERY 


matting 

pinning 

holly 

mating 

pining 

holy 

lopping 

dinner 

latter 

loping 

diner 

later 

filling 

mopping 

hopping 

filing 

moping 

hoping  • 

slopping 

shamming 

batting 

sloping 

shaming 

bating 

happy 

ladder 

bonnet 

motto 

summer 


planning 

supper 

yellow 

begging 

shabby 


blotter 

cracker 

rabbit 

carry 

hammer 


A  vowel  is  short  when  there  are  two  consonants  having  the  same  sound 
between  it  and  the  next  vowel. 


WORD   MASTERY 

75 

napkin 

velvet 

public 

silver 

lifting 

mending 

pilgrim 

pumpkin 

pitcher 

candy 

sister 

dentist 

dustpan 

renting 

picnic 

number 

trumpet 

melting 

window 

slender 

empty 

camping 

crusty 

thunder 

story 

smiling 

zero 

closing 

pupil 

cozy 

baker 

pony 

hero 

duty 

sober 

tiger 

navy 

tulip 

tiny 

solo 

lady 

gravy 

fever 

clover 

paper 

music 

shady 

hazy 

A  vowel  is  short  when  there  are  two  or  more  different  consonants  be- 
tween it  and  the  next  vowel,  and  long  when  there  is  but  one  consonant 
between  it  and  the  next  vowel. 

There  are  frequent  exceptions  to  this  rule,  yet  it  is  helpful. 


76 

WORD   MASTERY 

ai  =  short  i 

dead 

heavy 

captain 

read 

sweat 

fountain 

ready 

breath 

rnountain 

dread 
dreads 

meadow 

ea  —  long  a 

lead 

ie  —  long  e 

break 

bread 

chief 

breaks 

spread 

thief 

breaker 

thread 

thieves 

breakers 

deaf 

brief 

breaking 

breast 

field 

daybreak 

health 

priest 

great 

healthy 

tier 

greater 

wealth 

wield 

steak 

wealthy 

yield 

beefsteak 

meant 

shield 

• 

feather 

grief 

ea     short  e 

leather 

grieve 

head 

weather 

grieves 

WORD   MASTERY 


77 


ed 

crowded 

waded 

petted 

sifted 

seated 

landed 

folded 

pouted 

faded 

clouded 

roasted 

tested 

boasted 

handed 

needed 

tended 

doubted 

twisted 

rented 

coasted 

wicked 

jolted 

mended 

tinted 

graded 

weeded 

ed=:d 

sailed 

played 

kneeled 

mired 

plowed 

aimed 

loaned 

growled 


peeled 

frowned 

foamed 

crowed 

breathed 

pinned 

prayed 

climbed 

sealed 


soured 

buttered 

roared 

wheeled 

scattered 

shivered 

cleaned 

snowed 

canned 


78 

WORD   MASTERY 

ed— t 

wrecked 

kissed 

reached 

• 

iked 

guessed 

puflfed 

wrapped 

dropped 

baked 

stamped 

coaxed 

clapped 

leaped 

checked 

ticked 

dressed 

shipped 

brushed 

knocked 

scraped 

patched 

wrenched 

dashed 

choked 

packed 

milked 

mounted 

skated 

sighed 

battered 

grunted 

painted 

rusted 

wretched 

lacked 

cried 

begged 

mailed 

floated 

ailed 

kicked 

pained 

mixed 

rained 

strayed 

tacked 

heaped 

cracked 

missed 

lighted 

The  second  exercise  is  a  review  of  phonograms.    The  words 
are  new. 


WORD   MASTERY 

79 

ie  ] 

V  —  short  y 

eyJ 

kitties 
daisies 

sixties 
carries 

Annie 

stories 

berries 

Jiinmie 

candies 

copies 

Bessie 

cities 

pansies 

Hattie 

ladies 

donkey 

Jessie 

pennies 

chimney 

Tiizzie 

empties 

alley 

Nellie 

fifties 

valley 

Willie 

puppies 

pulley 

* 

ei 

reign 

weight 

eigh 

long  a 

eight 

sleigh 

ey 

eighteen 

neigh 

skein 

eighty 

freight 

reins 

eighty-five 

they 

reindeer 

eighty-six 

greyhound 

veil 

eighty-eight 

whey 

vein 

weigh 

prey 

80 


WORD  MASTERY 


boot 
I    '4 


00 


u 

ou 
ui 
ew 


^  like  long  oo  in  boot 


too 

gloom 

loose 

hoof 

gloomy 

broom 

roof 

soon 

root 

proof 

moon 

hoot 

cool 

noon 

shoot 

pool 

spoon 

boost 

tool 

teaspoon 

choose 

stool 

loop 

coo 

spool 

looped 

coop 

food 

droop 

scoop 

room 

stoop 

scooped 

boom 

hooj) 

groove 

bloom 

goose 

poor 

WORD   MASTERY 


81 


SUTOOth 

rule 

chew 

smoothed 

l^rune 

flew 

soothe 

Euth 

troop 

truth 

wh      h 

tooth 

Gertrude 

whoop 

do 

soup 

who 

to 

croup 

whom 

move 

group 

whose 

31*0  ve 

grouped 

proves 

fruit 

ew     long  u 

shoe 

bruise 

mew 

shoemaker 

bruised 

new 

tomb 

cruise 

dew 

blue 

drew 

stew 

^lue 

grew 

few 

true 

crew 

rude 

screw 

• 

00     long  0 

rubv 

strew 

door 

rubies 

threw 

floor 

When  u  is  preceded  by  r,  it  has  the  sound  of  long  oo. 


82 


WORD   MASTERY 


book 


good 

took 

good-bye 

undertook 

hood 

look 

childhood 

looked 

stood 

brook 

understood 

brooks 

wood 

crook 

woods 

crooked 

woodpile 

foot 

woodshed 

wool 

cook 

wolf 

cooking 

wolves 

hook 

could 

fishhook 

would 

shook 

should 

00 
0 

oul 
u 


like,  short  oo 
in  book 


put 

putting 

puss 

push 

bush 

bushes 

cuckoo 

butcher 

pudding 

puddings 

pull 

pulling 

pulled 

pulpit 

full 


WORD   MASTERY 


83 


ful 

truthful 

playful 

cheerful 

painful 

plentiful 

thankful 

fretful 

healthful 

dreadful 

frightful 

restful 

joyful 

fearful 

useful 

tearful 

bashful 

hopeful 

spiteful 

hateful 

shameful 

helpful 

grateful 

doubtful 

boy 


01 


oyj 


like  oy  in  boy 


m[UL=- 


oil 

toil 

soil 

boil 

spoil 


com 

toy 

join 

Roy 

joint 

joy 

point 

enjoy 

moist 

joyful 

noise 

oyster 

noisy 

boyhood 

84 

WORD   MASTERY 

apple 

handle 

battle 

• 

cattle 

eagle 

buckle 

saddle 

tremble 

paddle 

tumble 

bundle 

twinkle 

candle 

brittle 

l^ebble 

thimble 

middle 

rumble 

steeple 

people 

settle 

cuddle 

table 

crumble 

puddle 

ruffle 

shingle 

tinkle 

crackle 

pickle 

stumble 

tle-1 

tangle 

wrinkle 

thistle 

kettle 

single 

wrestle 

maple 

dimple 

whistle 

bottle 

bugle 

bristle 

beetle 

needle 

nestle 

cradle 

stable 

rustle 

wiggle 

riddle 

T  is  silent  in  tie  after  s. 

trestle 

"WORD   MASTERY 


85 


e 

c      s  before 

• 

1 

y 

ice 

fence 

choice 

rice 

quince 

grocery 

mice 

since 

ceil 

nice 

Prince 

penci". 

slice 

Alice 

city 

price 

ounce 

cider 

twice 

bounce 

cinders 

face 

flounce 

icicle 

lace 

cell 

juice 

place 

center 

juicy 

space 

cease 

spice 

race 

piece 

spicy 

trace 

niece 

cyclone 

brace 

fierce 

bicycle 

Grace 

voice 

Lucy 

C  before  e,  i,  or  y  usually  has  the  sound  of  s. 


86 


WORD  MASTERY 


\ 

e 

dg-j 

g     j  before  \ 

• 

1 

badge 

y 

Madge 

gem 

fringe 

edge 

age 

plunge 

ledge 

gage 

Eoger 

hedge 

sage 

gentle 

wedge 

rage 

huge 

sledge 

stage 

college 

pledge 

cage 

gill 

dredge 

page 

engine 

ridge 

range 

ginger 

bridge 

change 

gingerbread 

dodge 

strange 

magic 

lodge 

stranger 

Gyp 

budge 

danger 

Egypt 

nudge 

manger 

gypsy 

judge 

hinge 

dingy 

G  before  e,  i,  or  y  usually  has  the  sound  of  j. 


WORD   MASTERY 

87 

ly 

slyly 

gently 

safely 

nicely 

kindly 

gaily 

softly 

lately 

fully 

likely 

truly 

sadly 

daily 

bravely 

gladly 

badly 

neatly 

lightly 

freely 

nearly 

slowly 

swiftly 

wholly 

poorly 

quickly 

closely 

loudly 

lonely 

ugly 

kingly 

mostly 

boldly 

less 

tasteless 

shameless 

blameless 

tireless 

priceless 

aimless 

lifeless 

endless 

wireless 

painless 

senseless 

useless 

hopeless 

thankless 

homeless 

boundless 

restless 

fearless 

matchless 

speechless 

88 

WORD  MASTERY 

ness 

stillness 

soreness 

sweetness 

lameness 

sadness 

meanness 

thickness 

sickness 

kindness 

weakness 

goodness 

illness 

loneliness 

happiness 

est 

lamest 

reddest 

coldest 

dampest 

softest 

nicest 

sorest 

Grossest 

loudest 

stiffest 

gladdest 

lightest 

wisest 

grandest 

slowest 

latest 

biggest 

kindest 

finest 

nearest 

tamest 

lowest 

blackest 

safest 

oldest 

newest 

tightest 

widest 

stillest 

ripest 

dearest 

thickest 

wildest 

brightest 

freshest 

sweetest 

roundest 

happiest 

WORD   MASTERY 


89 


ar 

search 

thirty 

ear 

earth 

circle 

ir 

[      er 

heard   • 

thirsty 

or 

pearl 

word 

ur 

bird 

work 

< 

chirp 

world 

lantern 

girl 

worm 

desert 

first 

worse 

finger 

skirt 

worst 

rooster 

birthday 

worth 

every 

shirt 

stubborn 

flutter 

stir 

flavor 

spider 

dirt 

tailor 

beggar 

fir 

sailor 

cedar 

firm 

doctor 

dollar 

squirm 

neighbor 

backward 

third 

bur 

earn 

whirl 

fur 

lean 

1 

squirrel 

blur 

*Htoila«a*MM 


90 

WORD   MASTERY 

sturdy 

nurse 

burst 

urge 

churn 

purple 

curl 

burn 

church 

curly 

turn 

turtle 

hurl 

hurt 

further 

purse 

curve 

nursery 

ish 

foolish 

stylish 

dish 

finish 

Irish 

wish 

polish 

Spanish 

fish 

selfish 

British 

rubbish 

punish 

furnish 

butterfly 

sunbeams 

himself 

grapevine 

sunset 

firefly 

raindrops 

sunrise 

fireside 

rainbow 

cobweb 

midnight 

dew  drops 

forget 

windmill 

sunshine 

blackboard 

daylight 

Third  exercise  is  a  review  of  phonograms,  with  new  words. 


WORD   MASTERY 


91 


star 


bar 

marble 

marcli 

arch 

car 

card 

scar 

far 

jar 

tar 

star 


a 
au 


■  like  a  in  star 


starlight 

starch 

starve 

hard 

yard 

bark 

dark 

darkness 

mark 

park 

parlor 

spark 

sparkle 


lark 

arm 

farm 

harm 

harmless 

charm 

barn 

darn 

yarn 

ft/ 

art 
artist 
tart 
cart 


When  a  and  r  come  together,  if  a  does  not  follow  a  vowel,  their  sound  is 
usually  the  name  of  the  letter  r. 

(The  exceptions  are  in  such  words  as  loar^  page  94.) 


92 


WORD   MASTERY 


dart 

part 

party 

chart 

start 

startle 

large 

charge 

sharp 

harvest 


chair 


care 
careful 


grandi)a 

grandma 

father 

grandfather 

aunt 

jaunt 

launch 

craunch 

laundry 


ar 

air 

ear 

eir 

ere 


If  =  f 

calf 

calves 

half 

halves 


Im  =  m 

calm 

calmly 

palm 


like  air  in  chair 


carefully 
careless 


carelessly 
carelessness 


WORD   MASTERY 


93 


careworn 

flare 

staircase 

dare 

snare 

stairway 

daring    . 

stare 

bear 

fare 

share 

grizzly  bear 

farewell 

shared 

polar  bear 

bare 

scare 

pear 

barefoot 

scarecrow 

tear 

threadbare 

scarce 

tearing 

hare 

scarcely 

wear 

spare 

air 

wears 

square 

airy 

their 

squarely 

fair 

theirs 

rare 

faii'y 

ere 

rarely 

fairest 

there 

rarest 

hair 

therefore 

ware 

hairbrush 

where 

hardware 

pair 

wherever 

glare 

armchair 

nowhere 

glaring 

stair 

elsewhere 

94 

WORD   MASTERY 

saw                    a       ^ 

aw 

ough^ 

like  aw  in  saw 

all 

Ik-k 

wharf 

almost 

walk 

quart 

ball 

sidewalk 

quarter 

baseball 

talk 

wigwam 

call 

chalk 

water 

fall 

stalk 

want 

hall 

• 

jaw 

tall 

war 

gnaw 

wall 

warble 

law 

walnut 

warm 

claw 

stall 

warn 

paw 

STTiall 

warning 

hawk 

salt 

swarm 

draw 

WORD  MASTERY 

95 

straw 

caught 

corner 

strawberry 

taught 

scorn 

thaw 

daughter 

horn 

awl 

or 

thorn 

scrawl 

order 

north 

squaw 

border 

torch 

awninp; 

for 

scorch 

shawl 

nor 

sort 

dawn 

cord 

short 

lawn 

cork 

morn 

yawn 

horse 

morning 

fault 

form 

orchard 

saucer 

storm 

ought 

cause 

stormy 

bought 

gauze 

fork 

brought 

pause 

stork 

fought 

haul 

New  York 

sought 

author 

born 

thought 

Paul 

corn 

nought 

96 


WORD   MASTERY 


ough  =  long  0 
though 


although 
dough 


clouo:hnut 


borough 


basket 

ant 

grant 

slant 

chance 

dance 

glance 

France 

raft 

draft 

craft 


a  as  in  basket 

after 

afterward 

rafter 

ask 

task 

mask 

clasp 

grasp 

cast 

fast 

last 

blast 

mast 


master 

past 

path 

bath 

branch 

brass 

class 

glass 

grass 

mass 

pass 

chaflf 

giraffe 


nm 


WORD   MASTERY 


d7 


a     short  o 

was 

watchful 

wafHe 

swan 

what 

waffles 

wand 

wash 

wallow 

wander 

washing 

swallow 

wanderer 

washboard 

swallows 

wandering 

washtub 

swamp 

wasp 

whitewash 

swamps 

wasps 

squash 

swampy 

watch 

wad 

quality 

watchman 

wads 

quantity 

ou  \  =  short  u 


00 


son 

won 

wonderfully 

grandson 

wonder 

none 

ton 

wonderful 

done 

98 

WORD   MASTERY 

some 

sponges 

smother 

somebody 

tongue 

smothered 

somebody's 

tongues 

oven 

somehow 

front 

govern 

something 

month 

dozen 

sometime 

nothing 

T-ondon 

sometimes 

cover 

young 

somewhat 

covered 

younger 

somewhere 

color 

wondrous 

come 

colors 

serious 

coming 

colored 

touched 

love 

comfort 

trouble 

'ovely 

other 

southern 

loveliest 

others 

double 

above 

another 

country 

shove 

mother 

countries 

dove 

mother's 

couple 

gloves 

grandmother 

flood 

sponge 

brother 

blooc. 

WORD   MASTERY 

99 

half -long  a 

damage 

savage 

furnace 

bandage 

Sunday 

necklace 

cottage 

i'riday 

surface 

voyage 

Thursday 

package 

courage 

Tuesday 

half -long  e 

beyond 

relief 

became 

deceive 

recess 

before 

decide 

receive 

begin 

delay 

recite 

began 

delight 

rejoice 

begun 

deliver 

reply 

behind 

declare 

recover 

belong 

depend 

pretenc. 

behave 

desire 

preserve 

below 

despair 

prefer 

between 

select 

erase 

besides 

secure 

cement 

Unaccented  vowels.  To  discover  the  words,  pupils  should 
sound  these  vowels  long.  Familiarity  with  the  spoken  word 
will  enable  them  to  make  these  vowels  more  or  less  obscure. 


100 

WORD   MASTERY 

half -long  0 

protect 

factory 

oblige 

provide 

memory 

obey 

propel 

daffodil 

disobey 

profess 

evaporate 

polite 

produce 

tobacco 

provoke 

ivory 

November 

half -long  u 

capture 

gesture 

unite 

lecture 

venture 

united 

furniture 

pasture 

future 

moisture 

century 

picture 

mixture 

failure 

obscure  a 

amid 

around 

ago 

alone 

away 

awoke 

asleep 

astray 

adrift 

alike 

about 

afloat 

afraid 

aloud 

Second  exercise  —  When  t  precedes  half-long  i/,  together  these  let- 
ters form  a  more  or  less  clear  ch  sound. 

Third  exercise  —  To  discover  the  words,  pupils  should  sound 
these  and  the  following  obscure  vowels  like  short  u. 


WORD   MASTERY 

101 

arise 

India 

Cinderella 

along 

China 

umbrella 

soda 

collar 

salad 

sofa 

lizard 

spectacles 

Clara 

manager 

climate 

obscure  a 

instant 

disappoint 

real 

servant 

appear 

medal 

giant 

disappear 

loyal 

currant 

balloon 

royal 

vacant 

account 

final 

lilac 

errand 

crystal 

arrange 

balance 

several 

Scotland 

arrest 

hospital 

Ho  land 

madam 

emerald 

fisherman 

allow 

distant 

German 

breakfast 

The  sound  of  a  in  the  lower  exercise  differs  slightly  in  pro- 
nunciation from  its  sound  in  the  preceding  exercise,  hence 
these  two  sounds  are  offered  in  separate  groups. 


102 


WORD   MASTERY 


obscure  e 

flannel 

present 

je^yel 

vessel 

agent 

cruel 

gravel 

silent 

caiuel 

level 

absence 

anQ:el 

^ — ' 

travel 

mitten 

barre. 

satchel 

passenger 

to  we". 

bushel 

hello 

chisel 

moment 

children 

obscure  o 

commence 

complete 

complaint 

welcome 

tiresome 

handsome 

confess 

concern 

conclude 

control 


consent 

connect 

content 

contain 

console 

lion 

melon 

lemon 

lemonade 

ribbon 

waG:on 


cannon 

seldom 

blossoms 

bottom 

parrot 

pilot 

gallop 

occur 

offend 

conductor 

hammock 


WORD   MASTERY 


103 


obscure  u 

subtract 

sirup 

suppose 

circus 

stirrup 

suggest 

Saturday 

succeed 

album 

en 

kitten 

ten      n 

in 

n 

sweeten 

glisten 

on 

maiden 

often 

sudden 

soften 

golden 

basin 

listen 

open 

raisin 

hasten 

chosen 

button 

broken 

cotton 

el-l 

frozen 

season 

ravel 

seven 

reason 

mante 

given 

lesson 

tassel 

stolen 

poison 

shrivel 

wid 

en 

prison 

In  the  second  exercise  there  are  elided  vowels.    They  may 
be  presented  to  the  pupils  as  silent. 


104 

WORD   MASTERY 

dismiss 

invent 

excite 

disgust 

invite 

excel 

dislike 

interrupt 

exercise 

dispute 

engage 

except 

display 

enemy 

excuse 

distress 

entire 

explode 

divide 

entirely 

explain 

direct 

enter 

extreme 

impure 

unload 

express 

inclose 

unlike 

expect 

include 

unwise 

exchange 

increase 

uneasy 

indeed 

untwist 

ex  —  egz 

injure 

unjust 

exact 

injury 

untie 

exactly 

inside 

unknown 

examine 

inquire 

until 

example 

incline 

uproar 

exist 

intend 

upset 

exert 

WORD  MASTERY 

105 

potato 

habit 

because 

pocket 

robin 

carpet 

palace 

bridle 

sharpen 

shoulder 

kitchen 

alarm 

Japan 

complain 

undone 

Japanese 

absent 

cousin 

parasol 

curtain 

Muffet 

furrow 

possible 

money 

burrow 

linen 

compare 

sensible 

graceful 

quarrel 

eleven 

delay 

scarlet 

disease 

certain 

almond 

animal 

successful 

prepare 

blanket 

market 

uncover 

frolic 

discover 

honey 

dangerous 

Monday 

honeycomb 

instead 

depart 

shovel 

nobody 

August 

garden 

Review  of  phonograms.    The  words  are  new. 


106 

WORD   MASTERY 

advance 

troublesome 

lullaby 

harness 

comfortable 

repair 

company 

among 

awkward 

parents 

monkey 

partridge 

Santa  Clans 

re  ware 

thousands 

ph-f 

pheasant 

cipher 

Philip 

photograph 

camphor 

Philippine 

phonics 

nephew 

Ralph 

Joseph 

elephant 

telephone 

orphan 

alphabet 

telegraph 

sulphur 

geography 

gh      f 

rough 

enough 

cough 

roughest 

laugh 

coughing 

tough 

laughing 

trough 

tou2;hen 

t — 

laughter 

mn     m 

autumn 

solemn 

hymn 

column 

condemn 

WORD   MASTERY 

107 

ch-k 

chorus 

schooner 

ache 

school . 

anchor 

echo 

scholar 

orchestra 

Christmas 

.    scheme 

stomach 

ch      sh 

chute 

Cham  plain 

Chicago 

Charlotte 

ruching 

sc     s 

scene 

scissors 

scent 

scenery 

scythe 

i=y 

brilliant 

Spaniard 

onion 

opinion 

Daniel 

union 

companion 

warrior 

million 

Italian 

familiar 

i      long  e 

machine 

qu  —  k 

trio 

ravine 

conquer 

marine 

police 

mosquito 

magazine 

valise 

108 


WORD   MASTERY 


di  j 

silent  h 

Ehine 

soldier 

John 
heir 

exhaust 

ti-ch 

hour 

et  —  long  a 

question 

honor 

bouquet 

suggestion 

honest 

croquet 

digestion 

ghost 

crochet 

ce 
ci 
si 
ti 


=  sh 


ocean 

musician 

physician 

precious 

delicious 

special 


excursion 
permission 

action 

collection 

correction 

objection 

station 

nation 

combination 

relation 

recitation 


invitation 
vacation 

notion 

motion 

promotion 

mention 

attention 

intention 

position 

condition 

addition 


WORD   MASTERY 

109 

important 

diamonds 

druggist 

snowflakes 

postage 

valuable 

snowbirds 

gentlemen 

yesterday 

forbid 

holiday 

perfect 

forsake 

subtraction 

remain 

overload 

twilight 

direction 

postpone 

patient 

parade 

buttercups 

mistletoe 

electric 

powerless 

medicine 

probably 

president 

fireman 

farther 

fastest 

different 

darling 

to-day 

post-office 

forest 

mistake 

beneath 

piano 

oatmeal 

underneath 

pavement 

excitement 

messenger 

costliest 

snarl 

janitor 

to-morrow 

railroad 

unfold 

anchor 

lonesome 

hundred 

multiplication 

Review  of  phonograms.    The  words  are  new. 


SUGGESTIONS  TO  TEACHEES 

Do  not  put  this  book  into  the  hands  of  your  pupils  until 
you  have  carefully  studied  these  suggestions. 

The  following  plan  approximates  the  progress  of  the  average 
primary  class.  Do  not  attempt  to  follow  it  exactly.  Keep  in 
mind  the  fact  that  the  ability  of  pupils  differs  greatly,  and  that 
whether  a  class  falls  behind  the  suggested  plan  of  work  or 
advances  more  rapidly,  the  one  important  thing  is  to  teach 
each  step  thoroughly. 

The  amount  of  time  given  daily  to  the  work  in  phonics  must 
be  decided  by  the  teacher.  Classroom  conditions  make  it 
possible  for  some  to  give  twenty  minutes  a  day  while  others 
can  give  but  ten.  Two  exercises  a  day  of  ten  minutes  each  is 
perhaps  the  ideal  arrangement.  The  exercise  should  never 
be  continued  until  pupils  weary  of  it.  At  the  first  indication 
of  lagging  or  weariness  it  is  time  to  stop. 

The  teaching  of  phonics  includes 
I   Ear  training, 
II   Tongue  training, 

III  Eye  train mg, 

IV  Word  building. 

Ear  training  may  begui  on  the  first  day  the  child  enters 
school.  Say  to  the  pupils,  "  We  shall  play  a  Uttle  game.  You 
may  do  what  I  tell  you,  but  do  not  speak  a  word."  Then  say 
to  one,  "Bring  me  a  b-o-x,"  speaking  the  last  word  very 
slowly  (phonetically) ;  to  others,  "  Show  me  something  r-e-d," 
"Tap  on  your  d-e-s-k,"  "Touch  something  made  of  t-i-n," 
"Cl-a-p  your  h-ands,"  "  R-u-n  to  the  d-oo-r,"  "H-o-p  to  the 
w-i-n-d-ow,"  etc.  Sufficient  interest  will  soon  be  aroused  to 
permit  the  teacher  to  leave  off  the  play  and  say  words  pho- 


WORD   MASTERY  111 


netically,one  after  another,  asking  pupils  to  tell  what  each  word 
is.  In  a  few  days  they  will  be  able  to  recognize  almost  any 
word  that  may  be  sounded.  Occasionally  tell  a  little  story, 
saying  a  word  phonetically  here  and  there,  and  allowing  pu- 
pils to  pronounce  the  word.  This  form  of  training  may  be 
profitably  contmued  throughout  the  first  half-year. 

Tongue  training  should  begin  about  the  third  or  fourth  day. 
Sound  a  word  and  have  a  pupil  tell  what  sound  he  hears 
first,  what  sound  he  hears  last.  Be  very  careful  that  he  gives 
the  sound  correctly.  There  is  a  natural  inclination  to  voice 
a  breath,  or  voiceless  sound,  such  as  h.  Holding  an  object 
before  a  pupil  have  him  say  the  name  slowly  (phonetically), 
as  h-a-t,  c-a-p,  v-a-s-e,  p-e-n,  b-oo-k,  f-a-n,  etc.  A  picture  may 
be  placed  before  the  class,  and  a  pupil  may  be  asked  to  say 
phonetically  the  name  of  each  thing  he  sees  in  the  picture. 
After  a  few  days'  practice  offer  a  sound  (it  may  be  a  simple 
phonogram,  as  /,  or  a  compound  phonogram,  as  si) ;  have  the 
pupils  see  how  many  different  words  they  can  think  of  begin- 
ning with  that  sound.  This  training  should  be  continued  for 
several  months.  Ear  training  and  tongue  training  should  be 
practiced  for  eight  or  ten  days  before  taking  up  eye  training. 

Eye  training  begins  with  the  book,  —  teaching  the  pupil  to 
associate  the  sound  with  the  symbol.  Ask  the  pupil  to  name 
the  pictures  on  page  5  ;  he  says,  mem,  moon.  Ask  him  what 
sound  he  hears  first  (the  ear  and  the  tongue  training  have 
prepared  the  way  for  prompt  recognition),  and  he  will  reply, 
m.  Now  tell  him  that  the  letters  at  the  top  of  the  page  are 
pictures  of  the  first  sound  and  that  hereafter  they  will  help  him 
to  tell  words.  The  pupil  next  learns  the  sound  of  «,  in  the  same 
way.  Then  he  learns  the  sound  of  w.  Xow  he  says  the 
sounds  of  the  three  letters  m-a-n,  and  thereby  discovers  the 
word  7Jia)i.  At  first  the  pupil  will  say  these  sounds  so  far 
apart  that  he  cannot  hear  a  word,  but  keep  him  trying  to  say 
them  more  rapidly,  as,  m a n,  m — a — n,  m-a-n,  m-a-n^ 


112  WORD   MASTERY 


until  he  does  hear  the  word  and  tells  it.    Proceed  in  like  man- 
ner with  the  lessons  that  follow. 

The  order  in  which  the  phonograms  are  presented  is  based 
upon  the  ease  with  which  they  are  blended. 

In  the  early  lessons  tell  the  pupil  only  the  sound  of  the 
letter  that  is  illustrated.  It  is  confusing  to  many  pupils  to 
be  told  the  name  of  the  letter  at  the  same  time  that  they  are 
told  its  sound.  Some  teachers  prefer  not  to  teach  the  names  of 
the  letters  until  the  pupils  have  worked  on  the  sounds  three 
or  four  months.  Whenever  a  teacher  feels  sure  that  a  pupil 
knows  the  sound  of  a  letter  so  thoroughly  that  it  will  not  con- 
fuse him  to  be  told  its  name  also,  then  it  is  tune  to  teach  him 
the  name  of  the  letter.  It  is  not  necessary  for  pupils  to  know 
the  letters  in  alphabetical  order  until  later. 

The  number  of  pages  taken  in  a  given  lesson  must  be  gov- 
erned by  the  ability  of  the  class.  Take  only  as  many  as  the 
pupils  can  do  well. 

During  the  first  eight  weeks  pupils  should  have  each  lesson 
in  both  script  and  prmt.  Write  the  lesson  on  the  black- 
board and  have  them  practice  it  from  that  before  practicing 
from  the  print  m  the  book.  By  so  doing,  they  will  learn  both 
forms  sunultaneously.  As  the  lessons  grow  longer,  limited 
time  and  blackboard  space  will  prevent  the  teacher  from  pre- 
senting in  script  the  whole  of  each  day's  work ;  but  whenever 
a  new  phonogram  or  phonic  principle  is  introduced,  several  of 
the  words  representing  it  should  first  be  explained,  sounded, 
and  pronounced  from  the  blackboard.  Experience  will  soon 
enable  the  teacher  to  judge  how  much  script  practice  is  nec- 
essary to  prepare  the  pupils  for  the  book  lesson. 

This  phonic  course  contains  over  3500  different  words. 
Each  of  these  words  when  presented  contains  but  one  new 
phonogram,  and  that  phonogram  is  the  one  introduced  at  the 
beginning  of  the  series  in  which  the  word  occurs. 

Never  tell  the  pupil  a  word  in  his  phonic  lesson,  since  only 


WORD   MASTERY  113 


one  new  sound  is  introduced  at  a  time,  and  the  new  s  tep  offers  no 
difficulty  if  each  foregoing  page  has  been  thoroughly  learned. 

When  it  is  necessary  to  indicate  a  certain  sound  in  a  word, 
call  it  by  number  — the  second  sound,  the  third  sound,  or  what- 
ever it  may  be. 

Concert  recitation  is  helpful  to  timid  pupils,  and  it  saves 
time ;  but  it  should  be  avoided  until  the  teacher  is  sure  that 
each  pupil  participating  in  it  can  give  the  sound  of  every  con- 
sonant correctly.  The  greater  part  of  the  phonic  work  should 
be  individual. 

Encourage  pupils  to  whisper  the  sounds  to  themselves  when 
they  are  studying  a  phonic  or  a  reading  lesson.  Without  ac- 
tually hearing  the  sounds  they  cannot  get  the  blend  and  there- 
fore cannot  discover  the  word.  It  takes  several  months  for 
pupils  to  be  able  to  blend  the  sounds  mentally.  This  whisper- 
ing is  not  disorder.  It  is  a  necessary  part  of  word-getting  and, 
if  checked  too  soon,  the  pupils'  progress  in  word-getting  may 
be  greatly  retarded.  When  the  proper  time  for  overcoming 
it  has  arrived,  —  toward  the  latter  part  of  the  first  year,  — 
pupils  will  naturally  dispense  with  it  because  they  will  be  able 
to  get  the  word  so  quickly  through  the  eye  that  they  will  not 
wait  for  the  assistance  of  the  ear.  An  occasional  request  from 
the  teacher  that  the  pupil  shall  study  to  himself  without  mov- 
ing the  lips,  will  overcome  it  without  difficulty. 

Reserve  a  small  space  on  the  blackboard  for  a  permanent 
phonic  chart.  As  pupils  learn  the  sounds  of  the  consonants, 
write  them  at  the  left  in  this  space ;  and  as  each  new  compound 
phonogram  is  learned,  write  it  at  the  right.  This  affords  good 
material  for  reviews  and  word-building  lessons  conducted  in 
the  following  way :  The  teacher  points  to  a  consonant,  then 
to  a  compound  phonogram,  and  pupils  tell  what  word  these 
would  make  if  written  together ;  or  a  pupil  takes  the  pointer 
and  indicates  combinations  that  will  make  familiar  words 
while  either  he  or  other  pupils  pronounce  them. 


114  WORD   MASTERY 


After  all  of  its  phonograms  have  been  presented,  the  script 
alphabet  should  be  placed  along  the  top  of  the  blackboard,  and 
under  each  letter  should  be  given  the  correspondmg  letter 
printed  on  paper  or  pasteboard.  If  it  is  on  pasteboard  it  may- 
be pinned  to  the  blackboard ;  if  on  paper,  paste  it  with  library- 
paste —  it  can  easily  be  washed  off  when  necessary.  This 
affords  ready  reference  for  the  entire  class,  familiarizing  them 
with  both  the  script  and  the  printed  forms.  Do  not  print  on 
the  blackboard.  The  printing  never  looks  exactly  as  it  does 
in  the  book.    Reserve  the  blackboard  for  script. 

No  diacritical  marks  are  to  be  used.  Pupils  are  taught  to 
determine  the  sound  of  the  vowel  by  its  position  in  the  word 
and  by  its  associate  letters.  When  pupils  learn  to  read  by 
means  of  diacritical  marks  their  reading  for  the  first  year  or 
more  must  be  largely  confined  to  the  reader  from  which  they 
are  taught.  The  method  presented  in  this  book  gives  the 
pupil  immediate  mastery  of  a  word  taught  and  the  words  of 
its  family,  regardless  of  where  he  may  find  them.  Diacritical 
marks  should  not  be  taught  until  pupils  are  sufficiently  ad- 
vanced to  use  the  dictionary. 

Pupils  should  be  taxed  with  the  fewest  possible  rules.  In 
this  course  only  those  are  used  which  are  simplest  and  most 
necessary  for  word-recognition.  Do  not  require  pupils  to  mem- 
orize them;  frequent  application  of  the  principles  involved 
will  insure  a  thorough  knowledge  of  them. 

The  separation  of  the  family  name  from  the  initial  sound 
greatly  assists  the  pupil  in  acquiring  the  "  blend."  It  becomes 
less  necessary  and  is  therefore  used  less  frequently  as  the 
work  proceeds.  Strive  for  the  "blend"  at  all  times.  The 
pupil's  power  to  discover  new  words  depends  upon  his  ability 
to  blend  the  sounds  of  which  they  are  composed. 

Constantly  require  pupils  to  apply  their  knowledge  of  phon- 
ics to  their  reading  lesson ;  that  is,  do  not  tell  the  pupil  a  word 
in  his  reading  lesson  which  he  is  able  to  get  for  himself.    The 


WORD   MASTERY  115 


habit  of  "making  the  sounds  tell  the  word"  must  be  thoroughly 
fixed.  Thus  the  pupil  will  daily  become  more  self -helpful,  and 
after  a  few  months  his  general  knowledge  of  phonics  will  en- 
able him  to  recognize  many  words  containing  sounds  beyond 
his  phonic  training. 

When  a  word  occurs  in  the  reading  lesson  that  does  not 
conform  to  the  rule,  as,  Aaye,  gim^  etc.,  and  the  pupil  pro- 
nounces it  mcorrectly,  ask  him  if  he  knows  such  a  word ;  when 
he  replies  that  he  does  not,  tell  him  there  is  something  wrong 
with  his  vowel.  He  will  immediately  correct  it  and  will  soon 
learn  to  expect  "  exceptions,"  and  to  try  another  sound  of  a 
letter  if  his  first  sounding  does  not  give  him  a  familiar  word, 
or  a  word  that  "  makes  sense  "  in  the  context. 

If  a  word  unusually  long  yet  containing  only  sounds  previ- 
ously taught  occurs  in  the  reading  lesson  and  seems  difficult 
for  the  pupil,  assist  him  by  writing  it  on  the  blackboard  and 
underscoring  each  compound  phonogram  or  family  name ;  also 
teach  him  to  put  a  finger  over  such  a  word,  moving  it  off 
slowly  so  that  he  sees  but  one  family  name  or  one  syllable  at  a 
time.  This  may  be  well  demonstrated  to  the  class  by  using 
a  long  narrow  strip  of  pasteboard  mth  which  to  cover  the 
word  on  the  blackboard  and  removing  it  in  the  way  described 
above.  With  a  little  training  pupils  will  soon  learn  to  do  this 
and  will  find  it  very  helpful. 

When  the  teacher  discovers  a  weakness  m  a  phonic  princi- 
ple previously  taught,  she  should  promptly  refer  the  pupil  or 
the  class  to  a  lesson  which  demonstrates  that  principle.  If  it 
is  a  forgotten  phonogram,  the  pupil  should  be  given  a  quick 
review  of  the  family  of  words  in  which  that  phonogram  is  the 
common  element. 

Make  up  sets  of  script  phonic  cards  for  seat  work.  Write 
four  or  five  families  in  as  many  columns  on  each  card.  Write 
the  initial  consonant  sound  in  red  ink  and  the  compound  pho- 
nogram or  family  name  in  black.    Again  \^T:ite  the  consonant 


116  WORD   MASTERY 


sounds  in  red  on  strips  of  pasteboard  and  on  other  strips  write 
the  family  names  in  black.  Cut  these  strips  up  so  that  there 
is  but  one  consonant  or  one  family  name  on  each  card.  Pupils 
use  these  small  cards  for  buildmg  famiUes  of  words  to  corre- 
spond with  those  on  the  large  card.  Keep  the  small  cards 
and  the  corresponding  large  one  in  the  same  envelope.  When 
desired,  the  pupils  may  use  the  large  cards  for  study  or  for 
copying.  Each  large  card  should  be  numbered  on  the  back 
to  correspond  with  the  number  of  the  envelope  in  which  it  be- 
longs. Write  on  the  outside  of  the  envelope  the  name  of  each 
family  included  in  the  envelope ;  then  it  will  not  be  necessary 
to  look  into  the  envelope  in  order  to  know  what  work  the  en- 
velope contains. 

When  pupils  have  had  a  few  weeks'  practice  in  writing,  be- 
gin conducting  phonic  spelling  lessons,  in  order  to  remforce 
the  power  to  recognize  compound  phonograms.  Write  a  fam- 
ily name  on  the  blackboard,  as,  at ;  write  it  several  times, 
one  under  another,  making  a  column;  now  pronounce  this 
family  of  words,  — ca«^,  hat,  fat,  hat,  mat,  rat,  pat,  sat,  re- 
quiring different  pupils  to  go  to  the  blackboard  and  prefix 
the  sound  which  makes  the  word.  Or  write  on  the  black- 
board the  compound  phonogram  which  is  to  be  the  common 
element  of  the  series,  then  have  the  pupils  copy  it  on  their 
paper.  Now  pronounce  the  words,  having  children  write 
as  the  words  are  pronounced.  The  ability  to  recognize  com- 
pound phonograms  as  wholes,  without  separating  them  into 
their  elementary  sounds,  greatly  shortens  the  process  of  word 
recognition.  This  also  serves  to  impress  phonic  principles 
upon  the  minds  of  the  pupils  and  teaches  them  to  apply  those 
principles  to  all  spelling,  thus  making  spelling  a  matter  of 
reasoning.  Pupils  should  be  taught  to  look  over  a  spelhng 
lesson,  when  one  has  been  assigned  that  is  made  up  of  words 
of  different  famihes,  and  to  determine  the  "  dangerous  places  " 
in  the  words.    For  instance,  in  a  spellmg  lesson  of  ten  words. 


WORD   MASTERY  117 


seven  of  those  words  may  be  strictly  phonetic;  that  is,  they 
may  be  governed  by  phonic  principles  and  be  spelled  as  they 
sound-  The  pupil  does  not  need  to  waste  time  on  these.  But 
in  the  remaining  three  he  finds  unphonetic  elements,  so  he 
studies  only  those  three  "  exceptions."  It  is  a  good  plan,  in 
teaching  children  how  to  do  this,  to  write  the  spelling  lesson 
on  the  blackboard,  making  in  red  chalk  the  letters  on  which 
pupils  are  likely  to  trip.  Some  teachers  have  aptly  called  these 
**  red  danger  signals." 

If  the  pupils  are  taking  up  this  course  in  the  fall  after  hav- 
ing had  part  of  the  work  the  previous  year,  they  should  take 
a  rapid  review  of  the  pages  up  to  the  point  where  their  new 
lessons  begin. 

When  pupils  enter  the  class  from  schools  in  which  this 
phonic  course  has  not  been  taught,  the  most  satisfactory 
method  of  preparing  them  for  work  with  the  class  is  to  take 
them  rapidly  over  the  work  which  the  class  has  covered. 

Whether  pupils  complete  this  course  in  one  year,  one  and  a 
half,  or  two  years,  when  they  have  completed  it  their  ability 
to  read  anything  they  can  comprehend  is  assured.  Each 
pupil  should  keep  the  course  in  his  desk  for  ready  reference, 
general  reviews,  and  drills,  as  required,  until  the  close  of  his 
third  school  year. 

The  words  in  this  book  are  grouped  according  to  their  pro- 
nunciation in  Webster's  New  International  Dictionary. 


LIST   OF   PHONOGRAMS 

STUDIED 

WITH   PAGE   REFERENCES 


Page 

Page 

a 

6 

an  (can) 

26 

a  (an) 

30 

and  (land) 

43 

a  (star) 

91 

ane  (lane) 

36 

a(aU) 

94 

ang  (rang) 

70 

a  (basket) 

96 

ap  (cap) 

27 

a  (was) 

97 

ar  (war) 

94 

a  (furnace) 

99 

ar  (care) 

92 

a  (ago) 

100 

ar  (dollar) 

89 

a  (distant) 

101 

ase  (vase) 

36 

ab  (cab) 

29 

at  (cat) 

26 

ack  (pack) 

42 

ate  (gate) 

36 

ad  (had) 

27 

au  (annt) 

92 

ade  (wade) 

36 

au  (cause) 

95 

afe  (safe) 

36 

augh  (caught) 

95 

ag  (tag) 

29 

ave  (gave) 

36 

ai  (aid) 

57 

aw  (law) 

94 

ai  (captain) 

76 

ax  (wax) 

29 

air  (chair) 

92 

ay  (bay) 

58 

ake  (lake) 

36 

aze  (gaze) 

36 

ale  (sale) 

36 

am  (ham) 

29 

b 

16 

ame  (came) 

36 

b  (bat) 

30 

amp  (camp) 

43 

bl  (black) 

49 

WORD  MASTERY 


119 


Page 

Page 

br  (broke) 

61 

ea  (break) 

76 

bt  (doubt) 

73 

ea  (thread) 

76 

bu  (build) 

73 

ear  (earn) 

89 

ear  (bear) 

93 

c 

14 

eb  (web) 

28 

c  (cab) 

30 

eck  (deck) 

42 

c  (ice) 

85 

ed  (red) 

28 

c  (city) 

85 

ed  (petted) 

77 

c  (spicy) 

85 

ed  (sailed) 

77 

ce  (ocean) 

108 

ed  (reached) 

78 

ch  (chick) 

45 

ee  (see) 

59 

ch  (ache) 

107 

eg  (keg) 

28 

ch  (Chicago) 

107 

ei  (skein) 

79 

ci  (precious) 

108 

eigh  (weigh) 

79 

el  (clock) 

49 

eir  (their) 

93 

or  (crane) 

61 

el  (ravel) 

103 

elf  (self) 

43 

d 

19 

elk  (elk) 

44 

d  (den) 

30 

eU  (bell) 

42 

dg  (badge) 

86 

elt  (melt) 

44 

di  (direct) 

104 

elp  (help) 

44 

di  (soldier) 

108 

em  (hem) 

28 

dis  (dismiss) 

104 

en  (ten) 

26 

dr  (drum) 

62 

en  (golden) 

103 

en  (entire) 

104 

e 

10 

end  (send) 

43 

e(he) 

37 

eng  (length) 

70 

e  (travel) 

102 

ent  (tent) 

43 

e  (became) 

99 

ept  (kept) 

44 

ea  (sea) 

58 

er  (her) 

66,89 

120 


WORD   MASTERY 


Page 

Page 

ere  (where) 

93 

h 

18 

ess  (less) 

42 

h  (hat) 

31 

est  (best)        4 

3,88 

et  (set) 

26 

• 

1 

17 

ew  (drew) 

81 

i(if) 

31 

ew  (new) 

81 

i  (union) 

107 

ex  (vex) 

28 

i  (police) 

107 

ex  (excel) 

104 

ib  (rib) 

29 

ex  (exact) 

104 

ick  (pick) 

42 

ext  (next) 

44 

id  (did) 

28 

ey  (valley) 

79 

ide  (side) 

36 

ey  (they) 

79 

ie  (tie) 

60 

ie  (chief) 

76 

f 

8 

ie  (Annie) 

79 

f  (fan) 

30 

ife  (Ufe) 

36 

fl  (flag) 

49 

ift  (lift) 

44 

fr  (frame) 

52 

ig  (big) 

29 

ful  (cheerful) 

83 

igh  (high) 

62 

ild  (child) 

62 

g 

13 

ile  (mile) 

36 

g  (gas) 

30 

ilk  (silk) 

44 

g  (gem) 

86 

ill  (will) 

42 

g  (magic) 

86 

ilt  (wilt) 

44 

g  (gypsy) 

86 

im  (him) 

29 

gh  (laugh) 

106 

im  (impure) 

104 

gl  (glad) 

50 

ime  (time) 

36 

gn  (gnat) 

72 

imp  (limp) 

43 

gr  (grand) 

52 

in  (tin) 

26 

gu  (guess) 

73 

in  (increase) 

104 

in  (raisin) 

103 

WORD   MASTERY 


121 


Page 

incl  (wind) 

43 

ind  (kind) 

62 

ine  (vine) 

36 

ing  (sing) 

65,71 

int  (tint) 

43 

ip  (dip) 

28 

ipe  (wipe) 

36 

ir  (bird) 

89 

ire  (wire) 

37 

ish  (dish) 

90 

iss  (miss) 

42 

ist  (list) 

43 

it  (sit) 

26 

ite  (kite) 

37 

ive  (five) 

37 

ix  (six) 

29 

• 

3 

22 

j  (jam) 

31 

k 

15 

k  (keg) 

31 

kn  (knock) 

72 

1 

12 

1  (lad) 

31 

le  (twinkle) 

84 

less  (restless) 

87 

If  .(half) 

92 

Ik  (walk) 

94 

Page 

Im  (calm) 

92 

ly  (safely) 

87 

m 

5 

m  (man) 

31 

mb  (lamb) 

72 

mn  (hymn) 

106 

n 

6 

n  (nap) 

31 

n  (bank) 

70 

ness  (kindness) 

88 

0 

21 

0  (on) 

31 

0  (no) 

37 

0  (toss) 

55 

o(do) 

81 

0  (wolf) 

82 

0  (son) 

97 

0  (polite) 

100 

0  (complete) 

102 

oa  (load) 

61 

ob  (cob) 

28 

ock  (rock) 

42 

od  (rod) 

28 

oe  (hoe) 

61 

og  (log) 

28 

oi  (oil) 

83 

oke  (joke) 

37 

122 


WORD  MASTERY 


Page 

Page 

old  (gold) 

62 

OU  (soup) 

81 

ole  (pole) 

37 

OU  (young) 

98 

oU  (doU) 

42 

ough  (bought) 

95 

oU  (roll) 

62 

ough  (though) 

96 

olt  (bolt) 

62 

oul  (conld) 

82 

ome  (home) 

37 

ow  (owl) 

63 

omp  (romp) 

43 

ow  (owe) 

64 

on  (cotton) 

103 

ox  (box) 

28 

ond  (pond) 

43 

oy  (boy) 

83 

one  (tone) 

37 

ong  (song) 

70 

P 

20 

00  (boot) 

80 

P  (pan) 

31 

00  (book) 

82 

ph  (sulphur) 

106 

00  (door) 

81 

pi  (plan) 

50 

00  (flood) 

98 

pr  (pride) 

52 

op  (hop) 

27 

ope  (rope) 

37 

q 

24 

or  (word) 

89 

qu  (quite) 

54 

or  (for) 

95 

qu  (conquer) 

107 

orch  (porch) 

62 

ore  (more) 

37 

r 

7 

ork  (pork) 

62 

r  (rag) 

32 

orn  (torn) 

62 

orth  (forth) 

62 

s 

9 

ose  (dose) 

37 

s  (sun) 

32 

ost  (most) 

62 

s  (cats) 

40 

ot  (not) 

27 

s  (as) 

41 

oth  (both) 

62 

s  (Ned's) 

41 

ou  (house) 

63 

sc  (scale) 

51 

OU  (four) 

64 

sc  (scene) 

107 

WORD   MASTERY 


123 


Page 

Page 

sh  (shape) 

46 

u  (put) 

82 

shr  (shrill) 

46 

ub  (tub) 

29 

si  (excursion) 

108 

uck  (duck) 

42 

sk  (skip) 

61 

ud  (mud) 

29 

si  (sled) 

60 

ue  (due) 

61 

sm  (smile) 

64 

ue  (glue) 

81 

sn  (snake) 

64 

uff  (muff) 

42 

sp  (spin) 

60 

ug  (rug) 

29 

spr  (sprite) 

62 

ui  (fruit) 

81 

st  (step) 

63 

uke  (Luke) 

37 

str  (stripe) 

53 

ule  (mule) 

37 

sw  (swim) 

64 

ulk  (bulk) 

44 

ull  (huU) 

42 

t 

11 

um  (hum) 

29 

t  (tag) 

32 

ump  (jump) 

43 

ten  (glisten) 

103 

un  (sun) 

27 

th  (thin) 

47 

un  (until) 

104 

th  (then) 

47 

une  (tune) 

37 

thr  (throne) 

47 

ung  (sung) 

70 

ti  (mention) 

108 

unt  (hunt) 

43 

ti  (question) 

108 

up  (cup) 

27 

tie  (thistle) 

84 

up  (uproar) 

104 

tr  (track) 

52 

ur  (fur) 

89 

tu  (picture) 

100 

ure  (pure) 

37 

tw  (twuie) 

54 

uss  (fuss) 

42 

ust  (must) 

43 

u 

23 

ut  (nut) 

27 

u  (us) 

32 

ute  (mute) 

37 

u  (true) 

81 

uzz  (buzz) 

42 

u  (succeed) 

103 

124 


WORD  MASTERY 


Page 

Page 

V 

25 

X 

24 

V  (van) 

32 

y 

25 

w 

22 

y  (yes) 

32 

w  (wag) 

32 

y  (candy) 

56 

wh  (when) 

48 

y(by) 

56 

wh  (who) 

81 

wr  (write) 

72 

z 

24 

z  (ziarzas:) 

32 

EULES 

NOT    EXEMPLIFIED   IN    THE    LIST    ABOVE 


Page 

1.  When  a  word  ends  in  e 34 

2.  When  two  vowels  come  together         ....  57 

3.  When  mg  is  added 71 

4.  When  there  are  two  consonants  having  the  same 

sound  between  two  vowels 74 

5.  When  there  are  two  or  more  different  consonants  be- 

tween two  vowels 75 

6.  When   there  is  but  one    consonant    between    two 

vowels .  75 


JB 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 

STAMPED  BELOW                                 i 

1 

AN  INITIAL  FINE  OF  25  CENTS 

WILL  BE  ASSESSED   FOR   FAILURE  TO   RETURN 
THIS   BOOK   ON    THE   DATE   DUE.    THE   PENALTY 
WILL  INCREASE  TO  SO  CENTS  ON  THE  FOURTH 
DAY    AND    TO    $1.00    ON     THE    SEVENTH     DAY 
OVERDUE. 

R/iAV       O    ^OO 

ffiAi     o  lyjo 

'           9    1936 

j 

•f 

r^'-^^'^™ 

AUG  1    m\ 

INTZS-I  !RRA 

2Y 

LOAN 

V  1 

SEP  2  3  1^7/ 

1 

8Ea  ciR.nrT  i  ^  77 

•  ■<-••  ■ 

■*rC 

*  ■  - , 

.\v 

LD  21-100ot-7,'33 

« .  t. 


Y3  01704 


303961 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


I 


